Information and digital literacy in education via the digital path

Last week here on the ol’ blog, I presented a preface to a series of posts about designing and teaching intermediate and advanced philosophy courses using the ACRL’s Information Literacy Framework. In this week’s installment in the series, I’m going to take a little time to walk through the thought process behind my course-building work, in which I used a sort of backward design to grow the pedagogical skeleton for my PHIL 230 (Studies in Philosophy) classes. What I’m most interested in accomplishing with this post is a fairly rudimentary account of how the Framework can be used to generate and support course outcomes.